SETTING THE STAGE(To be reviewed before the session begins.)
Session Overview In this session, participants will learn how to successfully interact and communicate with teachers and laptop users who need assistance.
Focusing Questions
Why is it imperative that I present myself in a positive and helpful manner? How do I communicate with those who need my assistance?
Materials
The following materials are used in this session:
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
"First impressions are important. The way you communicate with others is essential to making a good first impression. As an iSquad member it is important that you not only make good first impressions with the teachers and students you are assisting but that you learn how to successfully communicate with them. Communication is one of the keys to being a iSquad technician."
Teaching
Demonstrate for participants how to:
“I am going to show you why it is so important to communicate with others in a specific manner. You will read scenarios and decide which one is better and why.” Step 1: Read Model Scenario Step 2: Chart positives and negatives about the scenario.
Guided Practice
•“Now before you get started on your own let’s review acceptable ways to communicate with those you are helping. We are going to chart these so we can refer to them during the work time.”
WORK TIME(Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have:
You will thirty minutes to "act out" three different scenarios using the communication skills we just discussed. Please be sure to assign each person in the group a role: Distressed User (person with the problem), Laptop Technician (Mose Squad Technician), Obeserver (Person using rubric to rate Technician).
Participant Activity
Participants will...
•In Groups of three assign the following roles:Distressed User, Laptop Technician, Observer
•Chose possible scenario
•Use positive communication skills discussed to “actout” scenario
•Observer will rate how Laptop Technician handledsituation with[[file:/C:/Documents and Settings/teacher/My Documents/Mouse Squad CIT/Rubric.doc|rubric]] •Rotate roles with each scenario until all have been “acted out”
Facilitator Conferring Circulate around the room and confer with participants. Guide those who may need assistance.. SHARE (Typically lasts about 10–20% of session.)//
Share
What are some acceptable communication strategies to remember when working with others?
ACKNOWLEDGEMENTS
Author: Gina Ceparano
Email: gceparano@schools.nyc.gov
School/Employer: IS 93
Title:
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.
SESSION TITLE
SETTING THE STAGE (To be reviewed before the session begins.)
Session Overview
In this session, participants will learn how to successfully interact and communicate with teachers and laptop users who need assistance.
Focusing Questions
Why is it imperative that I present myself in a positive and helpful manner?
How do I communicate with those who need my assistance?
Materials
The following materials are used in this session:
-Laptops
-Projector
-Scenario Cards
Resources
-Scenario cards
-Laptops
-Projector
INSTRUCTION (Typically lasts about 20% of session.)
Framing the Session
"First impressions are important. The way you communicate with others is essential to making a good first impression. As an iSquad member it is important that you not only make good first impressions with the teachers and students you are assisting but that you learn how to successfully communicate with them. Communication is one of the keys to being a iSquad technician."
Teaching
Demonstrate for participants how to:
“I am going to show you why it is so important to communicate with others in a specific manner. You will read scenarios and decide which one is better and why.”
Step 1: Read Model Scenario
Step 2: Chart positives and negatives about the scenario.
Guided Practice
•“Now before you get started on your own let’s review acceptable ways to communicate with those you are helping. We are going to chart these so we can refer to them during the work time.”
WORK TIME (Typically lasts about 60–70% of session.)
Getting Started
Tell participants what they will be doing during their work time, and how much time they have:
You will thirty minutes to "act out" three different scenarios using the communication skills we just discussed. Please be sure to assign each person in the group a role: Distressed User (person with the problem), Laptop Technician (Mose Squad Technician), Obeserver (Person using rubric to rate Technician).
Participant Activity
Participants will...
•In Groups of three assign the following roles: Distressed User, Laptop Technician, Observer
•Chose possible scenario
•Use positive communication skills discussed to “act out” scenario
•Observer will rate how Laptop Technician handled situation with [[file:/C:/Documents and Settings/teacher/My Documents/Mouse Squad CIT/Rubric.doc|rubric]]
•Rotate roles with each scenario until all have been “acted out”
Facilitator Conferring
Circulate around the room and confer with participants. Guide those who may need assistance..
SHARE (Typically lasts about 10–20% of session.)//
Share
What are some acceptable communication strategies to remember when working with others?
ACKNOWLEDGEMENTS
Author: Gina Ceparano
Email: gceparano@schools.nyc.gov
School/Employer: IS 93
Title:
TEMPLATE DESCRIPTION
Each session contains the following components and can be conducted in 45–60 minutes:
Session Overview
This is a concise summary of the session, and how it fits into the training series as a whole.
Focusing Questions
These are the specific questions that guide the session. The purpose of the session is to address these questions.
Materials
This is a list of all materials that the facilitator must make sure are present at the training site, including technology resources.
Resources
All handouts can be found linked from the Resources section of the participant agenda. Participants will be able to access these materials online during the session, but the facilitator should review them ahead of time, and any instructional support charts should be posted in the room before the session begins.
Framing the Session
The facilitator explains to the participants what will be covered in this session, how it fits into the training series as a whole, and how it may be incorporated into their reflective practice.
Teaching
This is a short period of facilitator-led instruction designed to prepare the participants for their work time. The facilitator might demonstrate a specific use of technology in an authentic curricular context, selected participants might be invited to share relevant experiences, or the group as a whole might contribute to a shared brainstorming list. The facilitator should be careful to avoid giving a lengthy lecture or straying too far from the focusing questions.
Guided Practice
Sometimes it is helpful for the facilitator to walk the participants through a process step by step. This gives the participants the hands-on experience of work time before losing the scaffolding of facilitator-led instruction.
Getting Started
The facilitator gives instructions to the participants for their work time, and lets them know what they will be expected to share at the end of the session.
Participant Activity
Participants are given time to practice the specific process they have seen demonstrated. They may be working independently, with a partner, or in small groups.
Facilitator Conferring
As participants work, the facilitator moves around the room holding short conferences to help guide the work and make it more productive. The facilitator should be at eye level with participants during each conference. These conversations need not be especially private; the facilitator may invite someone sitting nearby to listen in. If common needs among the group emerge, they can either be addressed immediately or during the sharing time.
Share
Participants gather at the end of the session to demonstrate what they have done, discuss experiences they have had, and reflect on what they have learned. This is an opportunity to return to the focusing questions that began the session, and discuss what has been accomplished in the interval.
Acknowledgements
This section acknowledges those who contributed to the creation of this session.